The study investigated inspectorate services and teacher effectiveness in public Secondary Schools in Southwest, Nigeria. The study further examined the relationship between sub-variables of inspectorate services – monitoring, assessment services and teacher effectiveness. Descriptive research design of the survey type was adopted for the study. A total of 1800 teachers and 90 principals participated in the study. The samples were selected following a multi stage sampling procedure. Two instruments: Monitoring and Assessment Services Questionnaire (MASQ) and Teacher Effectiveness Questionnaire (TEQ) were used to collect data for the study. The face, and content validity of the instruments were ascertained and reliability co-efficients of 0.82 and 0.80 were obtained for MASQ and TEQ respectively. The two research questions were answered descriptively while the research hypotheses were tested using Pearson product moment correlation at 0.05 level of significant. The findings of the study revealed that there was significant relationship between monitoring and teacher effectiveness. The findings further showed that assessment was significant to teacher effectiveness in public secondary schools in southwest Nigeria. Based on the findings, it was recommended that schools should be frequently monitored by the inspectorate division of the ministry of education through observing and keeping of records of instructional materials, laboratory apparatus, library materials, technical workshop and implementation of school curriculum and teachers should be frequently assessed based on checking of lesson notes, schemes of work, quality of test questions, teachers compliance with continuous assessment practice and quality of textbooks.
Keywords: monitoring; assessment, teacher effectiveness
